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Intersectionality, Diversity, and the Queering of Xicanism@

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Intersectionality, Diversity, and the Queering of Xicanism@ View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by K-State Research Exchange TOWARDS A (R)EVOLUTIONARY M.E.CH.A: INTERSECTIONALITY, DIVERSITY, AND THE QUEERING OF XICANISM@ by SANDRA YESENIA HUERTA BACA B.A., San Jose State University, 2012 A THESIS submitted in partial fulfillment of the requirements for the degree MASTER OF ARTS Department of Anthropology, Sociology, and Social Work College of Arts and Sciences KANSAS STATE UNIVERSITY Manhattan, Kansas 2013 Approved by: Major Professor Robert Schaeffer Abstract This thesis examines Movimiento Estudiantil Chicano de Aztlán (M.E.Ch.A), one of the oldest organizations of the Chicano movement. History shows that M.E.Ch.A has been able to reflect on itself and change accordingly; thus, it has been able to stay alive due to internal debates from the 1960s to the 1990s. In the 1960s, male, heterosexual Mexicans dominated the Chicano movement. In the 1980s, Xicanas challenged them to look past their privileges into more intersectional, inclusive identities. My research question is: in 2013, how do Californian MEChistAs view themselves, their political consciousness, and their social justice work? MEChistAs view themselves as an inclusive, diverse, and progressive organization. Chican@/Xican@ is a political identity and ideology that includes women, queers, and non- Mexicans. Women and queers took leadership of the organization, which shows that the revised historical documents made a difference. However, M.E.Ch.A continues a Mexican-centric organization that isolates Central Americans, South Americans, and Afro-Latin@s. M.E.Ch.A has changed since the 1960s in many ways, but the work continues. M.E.Ch.A still needs to address several internal debates as an organization, such as: Aztlán’s meanings, community versus campus organizing, generational gaps, and working with social organizations. Despite these debates, M.E.Ch.A has survived. Using 22 in-depth interviews with contemporary MEChistAs in California from 10 different universities, I examined the identities and politics of M.E.Ch.A activists. I enact Dorothy Smith and Patricia Hill Collin’s standpoint theory to guide the research and apply third world feminism and ideology/utopia theories to analyze the ideas and concepts of the MEChistAs. Table of Contents Acknowledgements ......................................................................................................................... v Dedication ..................................................................................................................................... vii Preface ......................................................................................................................................... viii Chapter 1 - Historical Context ......................................................................................................... 1 Farm Workers’ Movement .......................................................................................................... 2 La Raza Unida Partido (LRUP) ................................................................................................... 4 High School Youth ...................................................................................................................... 6 College Students .......................................................................................................................... 7 Cross Cultural Unity .................................................................................................................... 9 Leftists ....................................................................................................................................... 11 Brown Berets ............................................................................................................................. 14 Chicana Feminism ..................................................................................................................... 16 Chapter 2 - M.E.Ch.A .................................................................................................................... 22 What is M.E.Ch.A? ................................................................................................................... 22 Sexism in M.E.Ch.A .................................................................................................................. 26 Queer Issues in M.E.Ch.A ......................................................................................................... 29 Diverse Latina/o Population ...................................................................................................... 32 Conclusion ................................................................................................................................. 35 Chapter 3 - Theoretical Framework .............................................................................................. 37 Standpoint Theory ..................................................................................................................... 37 Third World Feminism .............................................................................................................. 38 Ideology and Utopia .................................................................................................................. 42 Chapter 4 - Methodology ............................................................................................................... 46 Materials .................................................................................................................................... 48 Procedures ................................................................................................................................. 48 Participants ................................................................................................................................ 49 Chapter 5 - Results and Discussions ............................................................................................. 51 Identity Politics .......................................................................................................................... 51 Mujeres versus Hombres ....................................................................................................... 51 iii Queer Issues ........................................................................................................................... 55 Mexican Centricity ................................................................................................................ 59 M.E.Ch.A Politics ..................................................................................................................... 63 Chicanos, Xicana/os, and Xican@s ....................................................................................... 63 Aztlán ..................................................................................................................................... 68 Activism ................................................................................................................................. 71 Autonomous Chapters ........................................................................................................... 73 M.E.Ch.A Conflicts ................................................................................................................... 76 Comunidad versus Universidad ............................................................................................. 76 Older MEChistAs versus Newer MEChistAs ....................................................................... 80 Social versus Political Organizations .................................................................................... 82 M.E.Ch.A Vision ....................................................................................................................... 85 Chapter 6 - Conclusion and Implications ...................................................................................... 91 References ..................................................................................................................................... 98 Appendix A - IRB Consent Form ................................................................................................ 104 Appendix B - Questionnaire ........................................................................................................ 106 iv Acknowledgements I want to thank my committee members, Dr. Robert Schaeffer, Dr. Alisa Garni, and Dr. Torry Dickinson, for their guidance, support, and encouragement in completing this thesis. I also want to thank my M.E.Ch.A mentor, Dr. Jennie Luna, for her insight, inspiration, and motivation in researching what I have loved since my undergraduate career. I am also grateful to the following individuals for sharing their beautiful life stories and experiences with me: Gabriel Rodriguez, Susana Tapia, Monica Nunez, Miguel Pimentel, Eddie Rivero, Michael Singh, Montze, Jazel Flores, Karina Alvarado, Abrahan Tapia, Cassandra Lepe, Steven Payan, Andrea Hernandez, Juan Guzman, Daniel Santana-Hernandez, Susie Amezcua, Karina Casillas, Marco Arizpe, Ruben Martin, Michelle Vasquez, Carlos Olivares, and Martha Gil. Without your participation, I could have not completed my project and learned so much more about M.E.Ch.A’s history and stories. My biggest appreciation is for my parents who never doubting my potential. They drove me across the country to support my decision
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